Topic: Children at Risk Developed by: Jodi Saunders

Theme/Strand: Teachings from Beyond Monet Grade level: Pre-Service Teachers

Universal Design for Learning Representation 1.1-Offer ways of customizing the display of information. Layout, size of font and color usage will be clearly visible to students. 2.1- Clarify vocabulary and symbols. Students will be given the definition of Children-at-Risk, along with components of classification. 3.1- Activate or supply background knowledge. Background knowledge will be activated through the use of the Open-Mind Portrait reading strategy. 3.2-Highlight patterns, critical features, big ideas, and relationships. Key elements of the classification components will be highlighted, along with patterns that have been recorded by Statistics Canada. Action and Expression 4.3-Use assistive technologies for access to learning. Students will be asked to brainstorm ways that the student in the scenario may fall under the category of being a Child-at-Risk. Students will also be asked to share their ideas with their individual groups as well as during a whole group discussion. 5.1- Use multiple media for communication. Technology, speech, and illustration will be

Outcomes

Objective: To demonstrate an understanding of the term Children- at- Risk, and how teachers can approach students who fall under this category.

Required Materials, Tools and Technology

Assessment (formative/summative, self/peer) What prior data is informing your instruction?

Before- Students have had a previous class on Children-at-risk, this lesson will be a recap of information that they may have learned previously. During- At the beginning of the lesson students will be provided with a scenario about a young student in which they must create an open-mind portrait. Students will be required to discuss why they feel this student is at risk. Students will be assessed through the use of observation as well as through participation in the discussion.

-Computer -Smart Board -White Paper -Markers -Scenario -Beyond Monet Textbook Statistics information http://www.statcan.gc.ca /pub/85-002x/2012001/article/11643 /11643-3-eng.htm

Special Concerns Art materials consisting of paper, pencil crayons, crayons, or markers will be provided for students.

After- After the completion and sharing of the open-mind portrait, students will be provided with a reflection question for their journals. Do you believe that labeling a child as being at-risk may have a negative impact for that child? Why or why not?
What assessment strategies will measure the learning from the outcomes?

Differentiation Students who have visual or hearing impairments will be suggested to sit in areas where they can see and hear clearly. MIs Visual/spatial- Will be utilized through the use of the powerpoint presentation as well as the open mind portrait. Spatial and visual learners will have opportunity to create a tangible representation of their learning. Verbal/Linguistic- students will be able to voice their opinions and write them down both in a group conversation as well as journal reflection. Body/kinesthetic- Students will be using fine motor skills to complete their drawings of the character described in the scenario Interpersonal- Students will be working in groups to answer the bell work question which will be

The assessment strategies that will be utilized to assess students learning will be through the use of observation, selfassessment, reflection, as well as group sharing and discussion.

Timeline / Elaboration _5_m Before (APK)

Students have had a previous class on

utilized throughout this presentation. 6.1-Guide appropriate goal setting. By scaffolding off of students previous knowledge, students were informed to set goals and expectations for every student, and were presented with multiple ideas to incorporate to make lessons engaging for Children-at-Risk. Engagement 7.2- Optimize relevance, value and authenticity. Statistics of Childrenat-Risk were presented to the class, as well as an imaginary scenario to further authenticity of the content being presented. 8.1-Strenghten connection to goals and objectives. The specific goals of the lesson were presented as the objective of the lesson on the whiteboard. Once information was presented and the activities were completed the objective was addressed further. 8.3-Foster collaboration and community. Throughout this lesson there were multiple opportunities for students to individually think critically about the content, as well as being given the opportunity to collaborate with their peers, ultimately leading to a strong closing discussion. 9.3-Develop self-assessment and reflection. After students

Children-at-risk, this lesson will be a recap of some of the information previously learned, as well as new material that will assist them with scaffolding ideas. Bellwork -students will be provided with a scenario about a young student in which they must create an open mind portrait. Students will have approximately seven minutes to come up with their portrait, as well as list indicators included in the scenario that may indicate that this student is at risk. Once complete students will be asked to volunteer to share their work.

shared with the class. Intrapersonal- students will be given ample opportunities throughout the lesson to think internally, as well as reflect upon their learning from this presentation.

During 20m 1. Student volunteers will be asked to read the agenda and objectives of the lesson that is written on the front whiteboard. 2. Students will then be introduced to a short Powerpoint presentation about defining factors that constitutes a child as being atrisk. 3. Students will be asked to volunteer to read the statistics of students living with varying forms of abuse, neglect, and drug and alcohol abuse. 4. Students will be asked to contemplate this question, Would labelling a child as being at-risk, have potential negative connotations for students? 5. Students will be provided with approximately 2 minutes to think about this question individually, and then consult their groups. 6. Volunteers will be asked to share their groups ideas in relation to the question. 7. Students will be asked to individually complete a reflection in their journals about ideas and reactions that came up during the group discussion.

In-Class Support Instructor will be circulating the classroom to address any additional questions and concerns. The use of proximity will keep students on task, and clear transitions will be used throughout the lesson. Cross-curricular Connections Art

GCO 3: Students will demonstrate critical awareness of and value for the role of the arts in creating and reflecting culture.
9.3.4 recognize and describe the role of the visual arts in challenging, sustaining, and reflecting societys beliefs and traditions

Opportunity for individual/small group instruction The instructor will circulate around the room visiting each table, both during the bellwork activity as well as the character trait activity. The instructor will answer any questions or address additional concerns that students may have.

Reflection The lesson is hands-on and gets students actively engaged. Students who are unfamiliar with the topic will benefit from this lesson as well as interacting with others in a group setting. Collaboration within groups can help strengthen student understanding of the

participated in the presentation, activities and discussion they were asked to complete a reflection journal about the topic Children-at-Risk, and the negative connotations that can occur due to the label.

After _5_m Students will be given approximately five minutes to write down the reflection question that they will need to complete at home, as well as any ideas they have in regards to the question.

topic.

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